TABLE OF CONTENTS
School Board and Directory4
Mission Statement5
GENERAL PROGRAM INFORMATION
Introduction5
The Semester System6
Assessment of Student Achievement6
Evaluation and Reporting 6
Achievement Levels7
Procedures for Communicating Student Achievement7
The Provincial Report Card, Grade 9 – 127
Full Disclosure7
The Ontario Student Transcript8
The Ontario Student Record8
Individual Pathway Plan (IPP)8
GENERAL COURSE INFORMATION
Course Descriptions9
Definitions of Types of Courses9
Approved Locally Developed Compulsory Courses9
Explanation of course Coding System10
Prerequisites/Recommended Preparation10
Definition of a Course10
Definition of a Credit10
Course Selection10
Course Withdrawals 10
Fees for Learning Material10
Procedure for Students Who Fail or Who Do Not Complete
Courses11
Honour Roll11
Ontario Scholar 11
STUDENT SERVICES
Guidance Services12
Youth Worker12
Special Education Services13
Exceptional Students13
Individual Education Plan (IEP)13
Accommodations and modifications14
Transition Plan (for exceptional students)14
Non-credit Courses14
Special Education Advisory Council (SEAC)14
SPECIAL PROGRAMS
Student Success15
Credit Recovery Program15
Specialist High Skills Major – Information & Communication
Technology, Environment15
Alternative Programs15
Pathways for Success16
Cooperative Education16
Ontario Youth Apprenticeship Program (OYAP)16
Apprenticeship Subject Pathways16
Pathways to Careers17
Bridges Developmental Program18
Bridges to Community – Life Skills Program18
English as a Second Language (ESL)19
Ministry Approved Programs for Credits towards19
The Ontario Secondary Diploma
Prior Learning Assessment and Recognition20
CO-CURRICULAR AND EXTRA-CURRICULAR ACTIVITIES
Co-Curricular and Extra-Curricular Chart 21
Athletic Eligibility22
HOLY CROSS LIBRARY/RESOURCE CENTRE
Textbook Distribution23
CODE OF CONDUCT
Introduction and Purpose24
Roles and Responsibilities – Students24
Roles and Responsibilities – Parents25
Roles and Responsibilities – Staff25
Promoting Positive Behavior25
Progress Discipline26
Safe Schools Team26
Restorative Practice26
Suspensions and Expulsions27
School Board Policy – Suspensions27
School Board Policy – Expulsions28
Academic Dishonesty29
Non-smoking policy29
Restorative Justice29
School Uniform30
Attendance31
Attendance Procedures31
Absences Regarding Vacations32
Exam Attendance and Procedures32
Visitor to Holy Cross33
Parking/Traffic33
Holy Cross Dance Protocol34
Lockers/Personal Property34
ONTARIO SECONDARY SCHOOL DIPLOMA REQUIREMENTS
Compulsory Credits35
Optimal Credits35
Transferring Students35
Ontario Secondary School Certificate36
Substitutions for Compulsory Courses36
The Certificate of Accomplishment36
The Ontario Secondary School Literacy Test (OSSLT)37
Adjudication Process37
Community Involvement Activities37
Crusader Certificate38
Holy Cross Catholic Secondary School
“Beloved Children of God”
1085 Woodbine Road Kingston ON K7L 4V2
Phone (Main Office): 613-384-1919 Fax: 613-384-8665
Phone (Student Services): 613-384-2023 Fax: 613-384-5007
Phone (Attendance): 613-384-1355
Internet Home Page: hctoday.ca
School Directory
Administration
Principal………………………………………………………………….Terri Daniel
Vice-Principal……………………………………………………………..Anna Coe
Vice-Principal....................................................................…….Amy
Goodberry
Students Services
Guidance - Department Head…………….………………………… Ana Cantarutti
Counsellors……………...…………. Kim Hulton, Gloria Vella-Bowry
Youth Worker….………………………………………..Terrie Hoey, Amey Cancian
Cooperative Education….……………………………Noella Johnston/ Tim
Hunter
Pastoral Services – Priest Chaplain….………………….Father Sebastian
Amato
Priest Chaplain….…………………………..Father Tim Shea
Chaplaincy Team Leader……………………….Nick Cotman
Department Heads
Arts……….…………………………………………………….…Stacy Check-Drumm
English and Modern Languages………..…………………..….….. Mia
Sarris-White
Mathematics………………...…………………………………………….Liz Mulvenna
Religious Education……….……………………………………...Jennie Melo-Jordan
Science……………...………………………………………………….Tim Pendergast
Social Sciences……….……………………………………...…….. Jonathan Drumm
Special Education - Department Head………………………….…...Virginia
Holmes
Technology...................................................................................Robin
Dzierniejko
Algonquin and Lakeshore Catholic District School Board
151 Dairy Avenue, Napanee, ON K7R 4B2
Phone: 613-354-2255 or 1-800-581-1116
Home Page: www.alcdsb.on.ca
Director of Education …………………………………………………… David DeSantis
Chair of the Board ……………………………………………………………… Tom Dall
Superintendent of School Effectiveness for Holy Cross….. ……Carey
Smith-Dewey
Holy Cross Catholic Secondary School
Mission Statement
To live in Christ – such is the basis of our Faith. Indeed, it
is the foundation of the Holy Cross Community. Rooted in the Word
of God, Holy Cross recognizes that it is only in cooperating with
the Spirit’s challenge to a deepened conversion that individual
potentials can be realized. This conversion enables the formation
of a community increasingly committed to the difficult task of
advancing God’s Kingdom in a culture that is often unwelcoming;
moreover, Holy Cross acknowledges its relationship and
responsibilities toward the total human community. Our message to
each other is simple and clear: God loves us and Christ is alive in
us. This is a compelling reality. It allows us to celebrate, as a
Church, the gift that is Creation and to declare, as a Church, that
God is Love.
GENERAL INFORMATION
Introduction
The purpose of the Grades 9-12 Course Calendar is to provide
specific information regarding courses and diploma requirements
which will assist students and parents in making appropriate
selections.
The philosophy of the school is that all students should have
the opportunity to develop, as completely as possible, in the
direction of their individual needs and talents.
The courses offered by this school have been developed according
to the requirements of the Ontario Ministry of Education. Detailed
courses of study are available on the Holy Cross website and at the
school for parent or student perusal.
It is the policy of Holy Cross Catholic Secondary School that
gender role stereotyping of courses and programs is to be avoided.
Some courses, i.e., Physical Education, may be segregated, but
students of either gender are free to participate in courses in all
available subjects.
Helping students to learn and to develop as mature and
contributing citizens is a responsibility that is shared by the
home, the school and the Church. We look forward to working
co-operatively to enable each student to develop toward her/his
full potential.
THE SEMESTER SYSTEM
The school year is divided into two semesters:
SEMESTER ONE: September – January
SEMESTER TWO: February – June
In the first three years, students are required to carry a full
course load (4 credits per semester) to ensure favourable progress
in accumulating specified requirements for their Ontario Secondary
School Diploma.
Assessment of Student Achievement
Assessment is the process of gathering information from a
variety of sources (including assignments, demonstrations,
projects, performances, and tests) that accurately reflect how well
students are achieving the curriculum expectations. The primary
purpose of assessment is to improve student learning. As part of
assessment, teachers provide students with descriptive feedback
that guides their efforts towards improvement.
Evaluation is the process of judging the quality of a student’s
work on the basis of established performance standards and
assigning a value to represent that quality. Evaluation is based on
assessment of learning that provides evidence of student
achievement at strategic times throughout the grade/course, often
at the end of a period of learning. 70% of the evaluation is based
on classroom work and may be determined through a variety of
methods such as ongoing class demonstrations, presentations,
essays, performances and classroom tests and quizzes. 30% of the
evaluation is based on a final summative evaluation that may be
determined through a variety of methods in the latter portion of
the course. These could include a portfolio, essay, examination
and/or demonstration. In Ontario secondary schools, the value
assigned will be in the form of a percentage grade.
Assessment and evaluation will be based on the provincial
curriculum expectations and the achievement levels outlined in the
secondary curriculum policy documents.
Evaluation and Reporting
Culminating evaluations will be held toward the end of each
semester. Alternative forms of evaluation, including an
examination, will be used. Progress will be reported to students
and parents as follows:
Reporting Periods
Semester
Early Report
Mid-term Report
Final Report
One
Mid-October
November
February
Two
Mid-March
April
July
Scheduled parent-teacher interviews will be arranged following
distribution of Early Reports in each semester (October and
March).
Achievement Levels
Levels of achievement of the curriculum expectations are
described in detail in the achievement charts in the Secondary
Curriculum policy documents. The charts are organized into broad
categories of knowledge and skills and provide detailed
descriptions of each level of achievement. While they are broad in
scope and general in nature, the achievement levels serve as a
guide for gathering assessment information and a framework within
which to assess and evaluate each student’s achievement. As such,
they enable teachers to make consistent judgments about the quality
of students’ work and to provide clear and specific information
about their achievement to students and their parents. It is
expected that both mathematical calculations and professional
judgment will inform the determination of percentage marks. The
levels of achievement are associated with percentage grades, and
are defined as follows:
· 80-100% - Level 4: A very high to outstanding level of
achievement. Achievement is above the provincial standard.
· 70 – 79% - Level 3: A high level of achievement. Achievement
is at the provincial standard.
· 60 – 69% - Level 2: A moderate level of achievement.
Achievement is below, but approaching, the provincial standard.
· 50 – 59% Level 1: A passable level of achievement. Achievement
is below the provincial standard.
· Below 50%: In sufficient achievement of the curriculum
expectations. The student will not receive a credit for the
course.
Procedures for Communicating Student Achievement
The information on student achievement should be communicated to
students and parents at regular intervals and in a variety of
informal and formal ways. Informal communication of student
achievement includes ongoing feedback to students throughout the
course, as well as feedback to parents during parent-teacher
conferences and at other appropriate times. The Provincial Report
Card, Grades 9–12, is the formal instrument used to communicate
student achievement to parents. Parents are encouraged to contact
teachers or Guidance Counsellors regarding concerns about student
achievement.
The Provincial Report Card, Grades 9–12
Student achievement must be communicated formally to students
and parents by means of the Provincial Report Card, Grades 9–12.
The report card documents the student’s achievement in every
course, in the form of a percentage grade. It also includes
teachers’ comments on the student’s strengths and weaknesses,
specifying the areas in which improvement is needed and the ways in
which it might be achieved. The report card contains separate
sections for recording attendance and for evaluating the student’s
learning skills in every course.
Full Disclosure for Grades 11 and 12
The Ministry of Education has a policy of full disclosure. This
policy states that all grade 11 and 12 courses attempted by
students must be recorded on Ontario Student Transcript. Full
disclosure does not apply to students in grades 9 or 10. Any grade
11 or 12 course completed, dropped or failed will appear on a
student transcript along with the marks earned in the program. Full
disclosure will take effect five (5) instructional days following
the issue of the Mid-Term Provincial report card.
The Ontario Student Transcript
The Ontario Student Transcript (OST) provides a comprehensive
record of a student’s overall achievement in high school.
The credits that a secondary school student has earned towards
fulfillment of the requirements for the graduation diploma will be
recorded on the OST. In accordance with Ministry of Education
Policy, the transcript will include the following information:
· Credits granted
· A list of all Grade 11 and 12 courses taken or attempted by
the student, with the percentage grades earned and the credits
granted. Full disclosure does not apply to grade 9 and 10
· Students repeating a course for which they have already earned
a credit will earn only one credit for the completion of that
course
· Identification of any course that has been substituted
· Confirmation that the student has completed the community
involvement requirement
· The student’s successful completion of the Ontario Secondary
School Literacy Test.
· The OST will also be used to record the achievement of
exceptional students who have alternate learning expectations in an
individualized, non-credit program
The Ontario Student Record
The Ontario Student Record (OSR) is the official school record
for a student. Every Ontario school keeps an OSR for each student
enrolled at that school. The OSR contains achievement results,
credits earned and diploma requirements completed, and other
information important to the education of the student. Students and
their parents (if the student is under 18) may examine the contents
of the OSR. These records are protected by the Education Act and
the Freedom of Information legislation.
Individual Pathway Plan (IPP)
As a student proceeds through secondary school, course
selections will be made which reflect changing personal interests
as well as career aspirations. Each student has the opportunity to
use, and to regularly update, an Individual Pathway Plan which
causes one to systematically reflect upon those interests and to
plan courses and their prerequisites such that they can be
fulfilled. Students have access to web based tools myBlueprint
which allow them to document their learning in education and
career/life planning.
GENERAL COURSE INFORMATION
Course Descriptions
All courses of study are on file at the school. Upon request to
the principal, students and parents may examine course outlines at
the school. The courses offered by this school have been developed
according to the requirements of the Ontario Ministry of Education.
Religion courses are Board approved. Course description and
curriculum policy documents are available at
www.edu.gov.on.ca/eng/
Definitions of Types of Courses
Grades 9 and 10: Three types of courses are offered in grade 9
and 10.
· Academic courses emphasize theory and abstract problems.
· Applied courses focus on practical applications and concrete
examples
· Open course are appropriate for all students and are designed
to prepare students for further study in certain subject and to
enrich their education generally
· Approved Locally Developed compulsory Courses these courses
are designed only for students not ready to work at the applied
level in grade 9 or are working towards a certificate. Students
will be recommended by grade 8 teachers, in consultation with
parents, and on-going consultation with the Special Education
Department.
Grades 11 and 12: There are four destination-related types of
courses:
· University preparation courses are designed to equip students
with the knowledge and skills they need to meet the entrance
requirement for university programs
· University/College preparation courses include content that is
relevant for both university and college programs
· College preparation courses are designed to equip students
with the knowledge and skills they need to meet the entrance
requirement for college programs
· Workplace preparation courses are designed to equip students
with the knowledge and skills they need for direct entry into the
workplace or for admission to apprenticeship programs and other
training programs offered in the community
· Open courses are also available in grades 11 and 12. Open
course are appropriate for all students and are not linked to any
specific postsecondary destination.
Explanation of Course Coding System
Subjects in Grades 9 and 10 are separated into academic,
applied, and open level. Grade 11 and 12 courses are separated into
categories based on post-secondary destination: university prep,
university/college prep, college prep, work place prep and
open.
ENG
1
D
0
Subject Code
Grade
Course Type
School Use
English
1 – Grade 9
D - Academic
2 – Grade 10
P - Applied
3 – Grade 11
O - Open
4 – Grade 12
L – Locally Developed Compulsory
U – University
M – University/ College
C - College
E - Workplace
Prerequisites/Recommended Preparation
In Course descriptions, any course specifying “Prerequisite”
must be successfully completed before the student may register in
that course. Exceptions should be referred to the Department Head
concerned. Any course including “Recommended Prerequisite” should
be successfully completed before the student may register in that
course.
Course
A course is an educational unit consisting of a series of
instruction periods dealing with a particular subject.
Credit
A credit is granted in recognition of the successful completion
of a course for which a minimum of 110 hours has been
scheduled.
Course Selection
In each year, students are advised to select courses with their
educational and career goals in mind. A program should be built to
include the required subjects and be chosen at the most appropriate
level of difficulty. All Grade 9, 10 and 11 students are required
to take 4 courses per semester.
Course Withdrawals
Withdrawal 5 days after the designated date for mid-term report
card distribution from any Grade 11 or 12 courses will be recorded
on the OST.
Fees for Learning Material
Enhanced Programming and materials are voluntary enrichments or
upgrades to the curriculum or co-curricular activities beyond what
is necessary to meet the learning expectations for a particular
grade or course. For example, in some performance and production
courses ( for example: music, woodworking), students may wish to
use a superior product or consumable than that provided by the
school, in which case they may choose to pay the additional cost of
the upgrade.
Where students choose not to access these enhanced program or
materials, alternatives will be available as essential course
materials required to meet the learning expectations of the course
or grade at no cost. No fees will be assessed to a student for
texts; however, students are expected to provide all other learning
materials.
Procedures for Students Who Fail or Who Do Not Complete
Courses
Where a student has completed a course but has not been
successful, the principal and teaching staff, in consultation with
the parents and the students, should determine what procedure or
type of program would best enable the student to meet the
expectations and earn credit for the course. Arrangements should be
made so that one or more of the following options is available to
the student:
· Credit Recovery
· Summer School
· An individualized remediation program
· Repeat the entire course
Honour Roll Criteria
Holy Cross Honour Roll marks are calculated based on the 8
courses that a student takes at Holy Cross from September to June
the previous school year. Students who achieved an 80% average will
be recognized with a certificate. The Honour roll committee does
review all recipients to determine eligibility. Students who
achieve a 79.5% will have the mark rounded up to 80%. Summer school
credits are not included in the calculation. Students must have
completed a full-time course load for the school year. Calculations
are as follows: Grade 9, 10, 11 – The best 8 of 8 day school
courses.
Ontario Scholar – A student receives the Ontario Scholar
designation for achieving 480 aggregate marks in six courses at the
grade 12 level. The six grade 12 marks can be achieved in more than
one school year.
STUDENT SERVICES
Guidance Services
Guidance Services are an integral part of the educational system
at Holy Cross.
The aims of the Guidance program are derived from the goals
outlined by the Ministry of Education and by the guidelines of the
Catholic Graduate Expectations. The program is designed to help
students:
· Understand concepts related to lifelong learning,
interpersonal relationships (including responsible citizenship) and
career planning
· Develop learning skills, social skills, a sense of social
responsibility, and the ability to formulate and pursue educational
and career goals
· Apply this learning to their lives and their work in the
school and the community
The department provides these opportunities in a caring and
Christian atmosphere. The program enables students to:
1. Develop and maintain a plan of progress towards education and
career goals
2. Have access to accurate and current information which is
necessary for life planning
3. Have access to personal counseling. The Guidance team works
closely with administrator, parent, teachers, feeder schools and
community partners in order to fulfill the goals of the Guidance
program. Some of the supports available to students include but are
not limited to:
· individual counseling to plan the Individual Pathway Plan
· course selection assemblies
· grade 11 pathway planning assemblies
· transition to grade 9 meetings
· orientation events for new students
· grade 12 post-secondary planning assemblies
· University and College application workshops
· Parents’ post-secondary information night
· on-line access to course selection
· on-line information for post-secondary planning
· information for students exiting secondary school
· English as a Second Language (ESL)
· access to services provided by KAIROS, Maltby Centre,
KFL&A Health Unit, KEYS, St. Lawrence College Career
Services
· access to career planning tools such as myBlueprint
Youth Worker
The Youth Worker offers confidential service to students and
their families in addressing issues that affect their academic or
personal well-being. These concerns may include emotional, social
or behavioral difficulties at school or within the home and
community. The Youth Worker is a member of the Student Services
Department and works as a liaison with Administration, the Pastoral
Care Team and a wide variety of community agencies.
Special Education Services
Special Education teachers provide support to students with
learning needs. Assistance is given in the Resource Room, as
required by the student, as well as in a structured classroom
setting through the delivery of Learning Strategies courses. Each
student, accessing assistance through the Special Education
Department, has an Individual Education Plan (IEP) where the
necessary and appropriate accommodations/ modifications for success
in learning are clearly identified. Students with learning needs
may be formally identified by the Identification Placement and
Review Committee IPRC that meets with parents once a year to review
the placement and progress of these students. Placement may vary
according to need and include:
· All academic needs met in the regular classroom setting
· Most academic needs met in the regular classroom setting with
withdrawal assistance as required by the student
· Alternate Programme in a self-contained classroom (Bridges
Development Centers, Alternative Programme at progress Avenue)
Accommodations available through resource assistance may include
the following:
Access to a computer with software such as: Inspiration (for
planning), text-to-speech (Kurzweil), speech-to-text (Dragon
Naturally Speaking), and Co-writer (to facilitate spelling).
· Alternate location for studying and assessment activities
· Additional time for project and assessment activities
· Support with literacy and numeracy for the EQAO assessment
· Additional explanation of curriculum concepts and assignment
instructions
· Support with organization/time management skills
· Advocacy on behalf of students and support with
self-advocacy
a) Exceptional Students
Students may be identified as exceptional learners requiring an
enriched or modified evaluation/program. The Identification,
Placement and Review Committee meet with parents once per year to
review the placement and progress of these students.
Students served in this way are often considered exceptional
learners, but their needs can be met by the regular subject
teacher(s) working in partnership with the Special Education
teacher. Students may receive assistance in a number of ways:
1. Regular program within the classroom
2. In the Special Education Resource room
3. Through programming assistance provided to the subject
teacher by the Special Education Teacher.
All of these approaches are based on close co-operation between
the subject teacher and the Special Education teacher. Input from
parents is welcomed and appreciated. Parents can obtain the Board’s
Special Education Parent Guide and Policies and Program through the
school’s Special Education Department or through Student Services
at the Board office, Napanee.
b) Individual Education Plan (IEP)
An Individual Education Plan (IEP) is developed for every
student who has been identified as exceptional by an
Identification, Placement, and Review Committee (IPRC). The
student’s learning expectations are described in the plan. If you
are a parent/guardian of an identified exceptional learner, you
will receive a copy of the current Individual Educational Plan for
your son/daughter by mail. Students who have not been formally
identified as exceptional but who have special needs and are
receiving special education services may also have an IEP.
c) Accommodations and Modifications of Courses
Exceptional students, as well as other students who are not
identified as exceptional but who have an IEP and are receiving
special education programs and services, should be given every
opportunity to achieve the curriculum expectations set out in the
provincial curriculum policy documents. For most students with an
IEP, the curriculum expectations for a course will be the same as
or similar to the course expectations outlined in the appropriate
provincial curriculum policy document, except that accommodations
such as specialized supports or services will be provided to help
the student achieve the expectations. The student’s achievement of
the curriculum expectations will be assessed in accordance with the
discipline-specific assessment policies given in the provincial
curriculum policy documents. For some students with an IEP,
curriculum expectations for a course will be selected from the
appropriate provincial curriculum policy document and modified to
meet the student’s needs (these modifications can include changes
to the grade level of the expectations).
In addition, specialized services or other accommodations may be
provided to help the student achieve the expectations. The
student’s achievement of the modified learning expectations will be
assessed in accordance with the discipline specific assessment
policies given in the provincial curriculum policy documents. The
principal will determine whether achievement of the modified
expectations will indicate successful completion of the course, and
will decide whether the student will be eligible to receive a
credit for the course. The principal will communicate his or her
decision to the parents and the student.
d) Transition Plan (for exceptional students)
A transition plan is the school’s written plan to assist the
student in making a successful transition from school to work,
further education and community living. This plan is prepared as
part of the “Individual Education Plan”, for students identified as
exceptional. The Special Education staff and Guidance staff are
directly involved in formulating this plan.
e) Alternative (Non-credit) Courses
A small number of exceptional students may require alternative
curriculum expectations that are not derived from the expectations
in the provincial curriculum policy documents. A Student’s
achievement of these expectations will not be assessed according to
the assessment policies in the provincial curriculum policy
documents, but in relation to the expectations set out in the
student’s IEP. The student will not be granted a credit for the
successful completion of a course that consists of alternative
expectations.
f) Special Education Advisory Council (SEAC)
The Board’s Special Education Advisory Committee (SEAC) makes
recommendations to the Board regarding establishment and
development of Special Education Programs and Services for the
exceptional pupils of the Board.
Information regarding SEAC and its nomination process can be
obtained through the Principal or the Board’s Student Services.
SPECIAL PROGRAMS
Student Success
Student Success Teams work with school staff, parents and the
wider community to ensure that, together, we help more students
earn the credits necessary to graduate. A new addition to secondary
school is the Student Success Teacher who advocates and mentors
students, monitors students, and develops interventions for
struggling students. Such interventions may include credit rescue,
credit recovery, and other opportunities.
Credit Recovery Program
The CRP provides a student who has been unsuccessful in
achieving a credit by not demonstrating evidence of the required
skills and knowledge a second opportunity to meet grade level
expectations to achieve the same credit. A credit for a course must
be recovered within two years from the time the student fails the
course. Eligibility of a student to participate in the CRP will be
determined by the factors which impacted on the student’s lack of
success the first time through the credit, the student’s program
pathway, students overall academic performance and the principal’s
discretion.
Specialist High Skills Major
An SHSM is a ministry-approved specialized program
that allows students to focus their learning on a specific
area based on their individual learning styles, interests and
talents; all while meeting the requirements to graduate from
secondary school. It also assists in their transition after
graduation to apprenticeship training, college, university or the
workplace.
SHSMs are available in two sectors at Holy Cross:
1) Information and Communications Technology (ICT)
2) Environment
There are five components in the SHSM. Students study a
bundle of related courses, gain sector-recognized
certification and career-relevant training, receive six industry
recognized certifications (i.e. CPR) take a Co-operative education
course, complete contextualized learning activities (CLA) with
other subjects, and participate in reach ahead workplace, college,
and university experiences.
Key Benefits of a Specialist High Skills Major
Pursuing an SHSM helps students to:• Customize their secondary
school education to suit their interests and talents.• Develop
specialized knowledge and skills.
• Identify, explore and refine career goals and make
informed decisions about their future.• Remain flexible, with the
option to shift between pathways, should their goals and plans
change.
Alternative Program
Holy Cross offers an off-site alternative program for students
at risk. Referrals to this program are made by Administration.
Alternative programs have been developed to help students who
have experienced difficulty in the traditional secondary school
setting through absenteeism and/or insufficient credit
accumulation. The Alternative Program is structured to allow
students to achieve credits at their own pace. They work on
independent learning courses and are supported by a teacher and an
EA.
This program operates in a building off-site, which allows the
student a more informal setting with a routine structured to meet
individual needs, goals, and career aspirations.
Staff members and administration will refer students to this
program. Acceptance into the program will occur only after a
successful interview process. For more information, please see your
Guidance Counsellor.
Pathways for Success – (Designed for At Risk Students)
This involves the designing of programs to meet the needs of
students at risk for not completing the requirements for the
Ontario Secondary School Diploma (OSSD). The “Pathways for Success”
resource document provides examples of program models that would
serve to assist students in designing a program that would direct
them towards meeting diploma requirements. Sample timetables are
available on the Ministry website (http://www.edu.gov.on.ca).
Guidance Counsellors will assist the students in planning this
program.
Cooperative Education
Co-operative Education is an exciting concept that allows
students to combine in-school instruction with on-the-job
experience as an alternative way of earning senior credits towards
a Secondary School Diploma. It provides students with the
opportunity to discover their skills and career interests in the
workplace while still attending school. The credits are tied to an
in-school subject the student has already taken or is taking
concurrently. For instance, if a student were taking cooperative
education at an ‘accounting’ work placement, the cooperative
education credits would be tied to the student’s senior level
accounting course. Similarly, ‘veterinary’ work placements are tied
to the senior level biology or chemistry course.
Students attend this placement for half of the school day, a.m.
or p.m., and take regular in-school subjects the remaining two
periods in one semester. Students can also attend a full-day
placement.
Many college and university programs are looking for volunteer
experience in a field related to the program for which they are
applying. Cooperative education is an excellent way to meet this
expectation. Co-op is not a College or University level course.
Co-op courses generally are two credit courses and are offered only
in Grades 11 & 12.
Ontario Youth Apprenticeship Program: A Challenging and
Rewarding Alternative
· Earn credits towards a Secondary School Diploma while training
as a registered apprentice.
· Apprenticeships are available in construction, motive power,
industrial and service trades.
· Grade 11 and 12 students take a package of in-school subjects
to prepare them for practical work experience in a trade.
· As a part of the Ontario Youth Apprenticeship Program,
students are placed with an employer who may take the student on as
an apprentice after a trial period.
· Once indentured or registered as an apprentice, the hours
worked are logged towards the number of hours required for journey
person status in the chosen trade.
· Students continue the apprenticeship after earning a Secondary
Diploma
Apprenticeship Subject Pathways
Students interested in an apprenticeship should consult the
“Apprenticeship Subject Pathways”, a resource for students, parents
and educators to make informed choices about preparation for
fifty-six of Ontario’s apprenticeable skilled trades. The following
charts are only a suggestion to assist students in planning their
courses in order to meet their apprenticeship program requirements.
Students should consult with their Counsellor in selecting the most
appropriate courses for an apprenticeship destination.
Pathways to Careers (Related Courses) – Contact Guidance
Counsellor for details on courses (minimum levels required)
Electrician:
Grade 9 Mathematics/ Science/ English/ Exploring
Technologies
Grade 10 Mathematics/ Science/ English/ Computer
Engineering/
Construction Technology/ Technological Design
Grade 11 Mathematics/ English/ Computer Engineering/
Construction Technology/
Technological Design/ Cooperative Education
Grade 12 Mathematics/ Computer Engineering/ Construction
Technology/
Technological Design/ Cooperative Education (full day)
Plumber:
Grade 9 Mathematics/ Science/ English/ Exploring
Technologies
Grade 10 Mathematics/ Science/ English/ Construction
Technology/
Technological Design
Grade 11 Mathematics/ English/ Construction Technology/
Cooperative Education
Grade 12 Mathematics/ Computer Engineering/ Construction
Technology/
Cooperative Education (full day)
Automotive Technician:
Grade 9 Mathematics/ Science/ English/ Exploring
Technologies
Grade 10 Mathematics/ Science/ English/ Transportation
Technology/
Computer Science
Grade 11 Mathematics/ English/ Transportation Technology/
Computer Science/
Cooperative Education
Grade 12 Mathematics/ English/ Transportation Technology/
Computer Science/
Cooperative Education (full day)
Construction Worker/ Carpenter:
Grade 9 Mathematics/ Science/ English/ Exploring
Technologies
Grade 10 Mathematics/ Science/ English/ Construction
Technology/
Technological Design
Grade 11 Mathematics/ English/ Construction Technology/
Cooperative Education
Grade 12 Mathematics/ Computer Engineering/ Construction
Technology/
Cooperative Education (full day)
Copies of the Apprenticeship Subject Pathways documents are
available electronically through District School Board OYAP
(Ontario Youth Apprenticeship Program) coordinators. It may also be
downloaded through the following websites:
· www.edu.gov.on.ca/skillsite;
· http://osca.on.ca Ontario School Counsellors’ Association
(OSCA)
· http://www.ocea.on.ca Ontario Cooperative Education
Association (OCEA)
· www.octe.on.ca Ontario Council of Technological Educator
(OCTE)
Bridges Developmental Program
The Bridges program provides a learning environment where
students with developmental delays are individually encouraged
towards greater independence and self-sufficiency. The program
incorporates the following major areas:
a)School Integration
Students in the Bridges Program are integrated whenever possible
in appropriate subject areas. Classroom teachers provide curriculum
accommodations and modifications as required in accordance with
individual education plans. The students participate in Student
Council activities and other Holy Cross events including monthly
liturgies. Students from the Bridges Program are an integral part
of the Holy Cross School Community.
b)Community Integration
Students are encouraged to make use of local services and
facilities such as restaurants and grocery stores on a regular
basis and attend community events.
c)Bridges to Employment
Gainful employment is a goal for the students of the Bridges
Program. They have opportunity to explore career options and gain
work experience. Appropriate behaviour and good work habits are
stressed. Credits may be earned in Co-operative Education
d)Life Skills
Where students experience difficulties in self-care, social
interaction and problem solving, objectives are designed to
facilitate the mastery of these skills in a variety of appropriate
settings in order to increase independence and self-reliance.
Bridges to Community Life Skills Program
The purpose of the “Bridges to Community” program is to provide
our senior secondary students with developmental disabilities the
opportunity to participate in a planned and successful transition
from school life to post-secondary life in their adult community.
Each participant’s Individual Education Plan will promote
independence in the area of life skills, social skills, vocational
and leisure skills in community-based settings. Functional literacy
and numeracy skills will be applied in “real Life” situations.
Life Skills
· Cooking
· Cleaning
· Shopping
· Grooming
· Money Skills
· Banking
· Computer Skills
· Safety and community awareness
Social Skills
· Self-esteem
· Communication skills
· Getting along with others
Vocational Skills
· Organization skills
· Transportation
· Work Placement
· Money management
· Fundraising
Leisure Skills
· Fitness
· Hobbies
· Sports
· Community events (Mass, concerts, etc.)
· Art/ music/ drama
· Libraries
· Movies. Bowling, etc
English Second Language (ESL)
If your son/daughter is in the early stages of English as a
second language (ESL) they may need program adaptations in some of
their subject courses in order to be successful. If your
son/daughter is enrolled in an ESL Program, the appropriate box on
the report card will be marked for every course that is affected by
the program.
Ministry Approved Programs for Credits towards the Ontario
Secondary School Diploma
The majority of secondary school students will earn their
credits towards the Ontario Secondary School Diploma by enrolling
in the courses offered in their secondary school. Alternative ways
of earning the required credits available to students include
a)Summer School
The Algonquin and Lakeshore C.D.S.B. and Limestone D.S.B. offer
summer school e-learning courses for new credits during the month
of July. Course and registration information are available through
Student Services in May.
b)Home/Hospital Instruction
This type of instruction is available for referred students only
and must meet specific criteria outlined by the Board.
c)Credit for External Credentials
Credit for external credentials will give students recognition
for selected learning which they pursue outside their secondary
school program. Certification from specific, recognized
institutions such as conservatories of music, can count as optional
credits towards a high school diploma. See Guidance Counsellor for
more details.
d) E-Learning
One of the Ministry of Education’s initiatives is eLEARNING.
Online learning, or eLearning, is the delivery of programs using
the internet. It is a form of learning that is becoming more
popular with secondary school students, post-secondary learning
institutions and professional learning situations world-wide. Most
students will encounter online learning at some point in their
academic and/or career future.
Online learning provides a different learning experience for
students.
Online learning:
- allows students to learn in a more independent environment
- enables students to learn in a more flexible learning
environment
- supports inquiry and project based learning
- increases their technology skill set for future learning
- assists students in developing the skills needed for the 21st
Century
The Algonquin and Lakeshore Catholic District School Board has
access to an expanded
selection of eLearning courses available. Students take these
courses as part of their regular schedule. They remain at their
home school and access eLearning at a time most convenient to them
and their learning style. See Guidance Counsellor for more
details.
e) Dual Credit Programs
Dual Credit programs are currently being offered through the
School College Work Initiative (SCWI). Dual credit programs are
intended to assist secondary students in the completion of the OSSD
and create a successful transition to college and apprenticeship
programs. All Dual Credit delivery models are approved and funded
by the Ministry of Education and Ministry of Training, Colleges,
Universities through School/College/Work Initiative (SCWI). A dual
credit enables students to enroll in a course at a local community
college as a temporary student while still enrolled as a secondary
student. Upon successful completion of the course, the student will
receive credit from the community college and will be awarded a
dual credit by the school. There is no college tuition fee for the
course taken. See your Guidance Counsellor for more details.
Prior Learning Assessment and Recognition (PLAR)
Prior Learning includes the knowledge and skills that students
have acquired, in both formal and informal ways outside secondary
school. Students may have their knowledge and skills evaluated
against the expectations outlined in provincial curriculum policy
documents in order to earn credits towards the secondary school
diploma.
Because young people benefit in many ways from the learning
experiences offered in secondary school, PLAR has a specific
limited function in the Ontario secondary school program. For
students who are under the age of 18, or who are 18 or over but
have never left high school for a year or more, a maximum of four
credits may be granted through the challenge process for Grade 10,
11, and 12 courses, with no more than two in one subject area.
Equivalency credits are granted to these students for placement
only. All credits granted through the PLAR process must represent
the same standard of achievement as credits granted to students who
have taken the courses.
Students who are eligible for equivalency credits are those who
transfer to Ontario secondary schools from non-inspected private
schools or schools outside Ontario. See your Guidance Counsellor
for more details regarding process and eligibility.
CO-CURRICULAR AND EXTRA-CURRICULAR ACTIVITIES
Students at Holy Cross have the following co-curricular and
extra-curricular activities to consider (all are staff-initiated
and supervised).
Artistic & Technology Pursuits:
* Photography Club (grad photos, special events)
* HCTV Holy Cross Television (Video broadcasting
school and community events)
* Technological Skills Competition
* Specialist High Skills Major: SHSM Program
- Information and Communication Technology
- Environment
* Annual Musical
* Cabaret Performance
* Coffee House Performance
* Improv Team
* Dance club
* Dance Team
* Art Exhibitions
* Art Club
* Musical Performance of Jr. Concert and Sr. Wind
Ensemble, Jazz Ensemble, Symphonic Band
* Music Festivals
* Choir
* Woodworking Club
* Dungeon and Dragons Club
Athletics:
* Varsity & Jr. Varsity Girls and Boys Basketball,
Volleyball, Soccer, Wrestling, and Rugby
* Varsity & Jr. Varsity Football
* Track and Field
* Cross Country Running
* Girls Field Hockey
* Cheerleading
* Curling
* Swimming
* Girls/Boys Ice Hockey
* Baseball
* Badminton
* Tennis
* Fishing Club
Student Leadership:
* Students’ Council
* Athletic Council
* Student Assistant Coaching; Student Officiating
* Peer Tutors
* Crusaders in Community Service (CICS)
* Yearbook Production
* Best Buddies
* Environmental club
* HCTV Holy Cross Television
* Wellness Team
* Nintendo Smash Brother Club
* SHSM Student Executive
* International Club
Academic Endeavors:
* Waterloo Math and Science Contests
* Prose and Poetry Writing Contests
* Queen’s Mini-courses for Enrichment
* Chess Club
* DECA
* St. Lawrence College Dual Credit
Athletic/Extracurricular Eligibility
In order to be eligible for extra-curricular activities at Holy
Cross, a student must be in good standing. This means that students
will carry a full course load, exhibit positive effort, attitude,
work habit and attendance record throughout the entire semester in
all the courses for which they are enrolled. Students are expected
to be positive role models for their peers and to show respect for
the moral and religious values which guide our Catholic school
system. Loss of eligibility for not being a student in good
standing will be assessed by the Principal. In the case of a
suspension, eligibility is lost for the period of the suspension. A
coach or manager may assess further sanctions at their
discretion.
Eligibility can be lost due to an insufficient academic program.
Students must be taking a minimum of 2 courses per semester in
grade 12 and 4 courses per semester in Grades 9, 10 and 11. A
student must be taking a minimum of 4 courses over the entire
academic year in Grade 12 and 8 courses over the entire academic
year in Grades 9, 10, and 11. Students who lose their eligibility
while participating in an extra-curricular activity due to
insufficient academic program may regain their eligibility at the
beginning of the next semester. During the next semester the
student must be enrolled in a minimum of 2 courses in Grade 12 and
4 courses in grades 9, 10 and 11. In addition, the student must
have passed all their courses in the previous semester in which
they held an insufficient academic program. It is the students’
responsibility to ensure that they are in compliance with all
requirements for participation. The KASSAA website – www.kassaa.ca
, the EOSSAA website www.eossaa.ca and the OFSAA website
www.ofssa.on.ca are an excellent resource for schedules, league
rules, eligibility issues and any general information regarding
high school sports.
HOLY CROSS LEARNING COMMONS
The Holy Cross Learning Commons offers a full range of resources
and services to students and staff.
The Learning Common is equipped with a 30 station PC computer
hub and 30 Chrome Books, with high-speed Internet as well as full
access to school servers and software.
This enables students the challenge and privilege of connecting
to information and to users around the globe. Many resources
formerly held in paper or on CD-ROM are now Web-based, which gives
the additional advantage of allowing access from home. With the
advent of friendly and transparent search engines, any information
required is instantly available to users for printing, saving or
e-mailing.
The Learning Common continues to make available traditional
resources as well, with its book, reference, and magazine
collections. A very important source of information for student
projects is the library provides staff and students access to a
broad range of curriculum-related materials for research. The
physical collection includes thousands of circulating books, as
well as reference resources, magazines and newspapers. The virtual
collection includes curriculum-related online databases, e-Books
and Academic Journals.
The school's Teacher/Librarian acts as intermediary, teaching
students efficient research strategies, whether they are working on
the Internet or with other resources. Students must also learn to
assess the value and reliability of the information which they
retrieve, especially from the Internet, now estimated to consist of
1.3 billion web pages. This learning occurs in individual, small
group and/or classroom instruction in the Library.
To summarize, the Holy Cross Learning Common resources/services
are of the highest quality, enabling students to obtain information
efficiently, to assess what they find and to be critical and
analytical citizens, all skills which they need in high school and
beyond.
Textbook Distribution
Student cards will be made for every student and will act as
your library card was well as your textbook card. In order to
receive your textbooks or take out library books you will need to
present this card. All students will be required to submit a
$100.00 cheque post-dated for next March or by online deposit prior
to receiving any textbooks. The cheque should be made payable to
Holy Cross Catholic Secondary School (HCCSS).
The cheque will not be cashed unless texts are not returned or
are deemed to have been damaged by the student. The online deposit
will be returned at the end of the school year or it can be rolled
over for the next school year. Students are responsible for the
total replacement cost of their assigned textbooks, if lost or
damaged.
The post-dated cheques will be destroyed at the end of the
school year assuming textbooks are returned in good condition. If
you wish your cheque returned please make that request in
writing
HOLY CROSS CATHOLIC SECONDARY SCHOOL CODE OF CONDUCT
(Based on the Ontario Schools Code of Conduct and the Algonquin
and Lakeshore Catholic District School Board Code of Conduct)
1. Introduction and Purpose
Holy Cross is a place that promotes responsibility, respect,
civility and academic excellence within a safe learning and
teaching environment. All partners in our Catholic school community
– students, parents or guardians, volunteers, teachers and other
staff members – have been consulted in the writing of this
document. As members of a Catholic school community, we are called
to a way of life which is Christ-like and inspired by the Holy
Spirit. We will put into daily practice the precepts of the
Catholic Church by treating all members of the school community
with respect and dignity. Responsible citizenship involves
appropriate active participation in the civic and religious life of
the school community. Active and engaged citizens are aware of
their rights and, more importantly, they accept responsibility for
safe-guarding their rights and the rights of others. Success is
only possible through open and honest communication among all
partners. Expectations about all aspects of life at Holy Cross
Catholic Secondary School – performance, attitude and behaviour –
are clearly articulated and reinforced: we share one vision of our
rights and responsibilities in achieving the common goal of
building a positive environment for learning and teaching.
All members of the Holy Cross Community must:
· respect and comply with all applicable federal, provincial and
municipal laws;
· demonstrate honesty and integrity;
· respect differences in people, their ideas and opinions;
· treat one another with dignity and respect at all times, and
especially when there is disagreement;
· respect and treat others fairly, regardless of their race,
ancestry, place of origin, colour, ethnic origin, citizenship,
religion, gender, sexual orientation, age or disability;
· respect the rights of others;
· show proper care and regard for school property and for the
property of others;
· take appropriate measures to help those in need;
· respect persons who are in a position of authority;
· respect the need of others to work in an environment conducive
to learning and teaching.
Student Responsibilities
The intention of our school Code of Conduct is to assist in
providing a safe and effective teaching and learning environment
for all. In order to create a safe and effective teaching and
learning environment and an atmosphere conducive to the development
of our Christian community, it is the students’ responsibility
to:
· Attend school prepared, appropriately dressed in school
uniform, on time, ready to learn;
· Willingly participate in all class activities;
· Complete assignments on time;
· Ask permission to leave the classroom for any reason;
· Show respect for themselves, for others and for all school
staff;
· Participate in all religious activities and spiritual
exercises;
· Support and participate in school activities;
· Adhere to the school uniform policy;
· Adhere to this Code of Conduct while on any school trip or
function;
· Use language appropriate to a Christian community;
· Care for all textbooks, equipment and school property;
· Leave classrooms, cafeteria and building neat and tidy;
· Respect the personal property of others;
· Respect our environment (ecological responsibility)
· Model Christian values by accepting the differences of
others;
· Refrain from bringing anything to school that may compromise
safety;
· Exercise self-discipline, following the established rules and
accepting responsibility for his/her actions.
Parent and Guardian Responsibilities
Parents and guardians play a vital role in the education of
their teenagers and in cooperation with the school can support a
positive learning environment for all students by:
· Attending to their child’s physical, spiritual and emotional
well-being;
· Showing an active interest in their child’s school work and
progress;
· Communicating regularly with the school;
· Helping their child to be neat, appropriately dressed and
prepared for school;
· Ensuring that their child attends school regularly and on
time;
· Promptly reporting to the school their child’s absence or late
arrival;
· Becoming familiar with the school’s Catholic Code of Conduct
and school rules;
· Encouraging and assisting their children in meeting their
responsibilities;
· Assisting and supporting school authorities in disciplinary
issues.
Staff Responsibilities
· Adhere to the Standards and Practices for the Teaching
Profession as outlined by the Ontario College of Teachers, if
teaching staff;
Adhere to CUPE Local 1479 Bylaws as outlined in their
constitution
2. Promoting Positive Behaviour: Encouraging Respect, Civility
and Citizenship
Christian Community Service and Graduation
Christian community service is a privilege – something that
gives you a good feeling, boosts your self-esteem and makes you
appreciative of your own good fortune. To that end, we invite you
to carefully consider your Christian service project and to
complete it with a positive attitude. Firstly, the Ontario
Secondary School diploma requirements expect you, the student, to
locate a worthy area for service within the community and to
complete 40 hours as a prerequisite to graduation. In addition, our
religion program requires a service learning project which aligns
with this graduation requirement. Finally, we support this project
in principle because it encourages you to have a deeper
understanding of the Christian call to service and to live out this
call by participating in various forms of community outreach for
the sake of your own personal growth and supporting and
strengthening the community.
Progressive Discipline
Holy Cross Catholic Secondary School maintains high standards
and expectations for all community members who work in relationship
with one another. To that end, Holy Cross observes progressive
discipline. Progressive discipline does not simply mean that for
each contravention of an expectation, behavioural or otherwise,
there is an increasing consequence. It means each case will be
considered separately and decisions will be made in consultation
based on our goal of maintaining a positive and safe environment
for learning and teaching at our school. Depending on the case,
decisions might include support and encouragement, or corrective
measures, if these forms of encouragement do not achieve agreed
upon goals. Some possible courses of action include formative
interventions, such as:
· a meeting between the student and staff member;
· contact between the teacher and the student’s
parents/guardian;
· a referral of the student to a counselor, Child and Youth
Worker, or administration;
· a conference of the parents/guardians, school personnel
(administration, teachers, counselors);
· a referral via parents/guardians to community agencies;
· a referral following parents/guardian consultation to legal
authorities
Other possible courses of action involve corrective measures,
such as:
· detention or Study Hall;
· withdrawal from class for a period of time;
· removal of privileges (use of cafeteria, membership in clubs
or teams, participation in school trips);
· student performance contracts;
· restorative practice like services around the school (eg.
grounds maintenance, cafeteria duty);
· suspension and/or expulsion;
· restitution, like repayment for damaged property;
· criminal charges;
Safe and Caring Schools
The Holy Cross Safe and Caring Schools Team includes Terrie
Hoey, Amey Cancian,
Robin Dzierniejko, Jennie Melo-Jordan, Chris Forster and members
of Students’ Council. The Safe and Caring Schools team is
responsible for educating students and staff about all means of
promoting healthy social interactions. This includes bullying
prevention strategies.
Restorative Practice
Restorative practice is a philosophy that supports the idea that
when a wrong is committed in a community, the incident needs to be
dealt with by those directly affected. All parties must agree upon
the facts, acknowledge the harm they may have caused, and develop a
plan to make things right before all people involved can begin
working toward rebuilding relationship and community integrity.
Restorative practice would be at the discretion of school
administration. All parties must agree to the process in order for
it to proceed.
3. Suspension and Expulsion
There are situations defined by the Ministry of Education and
the Algonquin and Lakeshore Catholic District School Board where
suspension and expulsion are required. The principal must consider
suspension of 1 to 20 days if students have engaged in any of the
activities listed below:
• Uttering a threat to inflict serious bodily harm on another
person
• Possessing alcohol or illegal drugs
• Being under the influence of alcohol
• Swearing at a teacher or at another person in a position of
authority
• Committing an act of vandalism that causes extensive damage to
school property at the student’s school or to property on school
premises
• Bullying
• Any other activities identified in school board policy.
School Board Policy identifies the following activities for
which a principal may consider suspension:
· Persistent truancy
· Persistent opposition to authority
· Habitual neglect of duty
· Serious breaches of the Board Code of Conduct or the School
Code of Conduct
· Conduct injurious to the moral tone of the school
· Conduct injurious to the physical or mental well-being of
others in the school
· The use or possession of tobacco, or tobacco-related products,
including e-cigarettes and ‘chew’
· The use of profane or improper language
· Infraction(s) off school property where the student’s conduct
negatively impacts on the school
· Dress that contravenes the established dress code within the
school
· Being in possession of, or being under the influence of, or
providing others with legal drugs without a prescription for the
said drugs, or in a manner or an amount not contemplated in the
general instructions for use of the said drugs
· Being under the influence of alcohol or illegal drugs
· Taking photographs and/or video and/or audio recordings during
an instructional class and in other areas of the school, unless
authorized by the Principal or classroom teacher
· Harassing another person by the use of mechanical/electronic
technology or communications
· Invading another person’s privacy by the use of
mechanical/electronic technology or communications
· Production, possession, and/or distribution of hate material,
including pornography
· Possession or misuse of any harmful and/or explosive
substances
· Extortion
· Theft
· Aiding or inciting harmful behavior
· Physical assault
· Lack of immunization as determined by the local heath unit
The principal must immediately suspend and expulsion will be
considered if students have engaged in any of the activities listed
below:
• Possessing a weapon, including a firearm
• Using a weapon to cause or threaten bodily harm to another
person
• Committing physical assault on another person that causes
bodily harm requiring treatment by a
Medical practitioner
• Committing sexual assault
• Trafficking in weapons
• Trafficking in illegal drugs
• Committing robbery
• Giving alcohol to a minor
• Any other activities identified in school board policy.
School Board Policy identifies the following activities for
which a principal may consider expulsion:
· A pattern of behavior so refractory that the student’s
presence in injurious to the effective learning of others
· Repeated and serious breaches of the Board Code of Conduct
where all previous interventions and sanctions have proven
ineffective
· Trafficking in legal drugs
· A course of serious harassment of another person
· A course of serious invasions of another person’s privacy by
the use of mechanical/electronic technology or communications.
The principal must immediately suspend and expulsion will be
considered if students have engaged in any of the activities listed
below:
• Possessing a weapon, including a firearm
• Using a weapon to cause or threaten bodily harm to another
person
• Committing physical assault on another person that causes
bodily harm requiring treatment by a
medical practitioner
• Committing sexual assault
• Trafficking in weapons
• Trafficking in illegal drugs
• Committing robbery
• Giving alcohol to a minor
• Any other activities identified in school board policy.
Academic Dishonesty Policy
Academic dishonesty and plagiarism run contrary to the gospel
messages. As members of the Holy Cross community, we are called to
uphold the gospel values in our daily lives. The Catholic Graduate
Expectations (1999) developed by the Institute for Catholic
Education call upon students to:
· Present information and ideas clearly and honestly with
sensitivity to others;
· Achieve excellence, originality, and integrity in one’s own
work and support these qualities in the work of others
· Act morally and legally as a person formed in Catholic
traditions
Holy Cross has adopted the definition provided by Queen’s
University, Kingston, for academic dishonesty. Queen’s University
Policy on Academic Dishonesty (1989) states:
Academic dishonesty includes plagiarism as well as any
deliberate attempt to gain advantage. Dishonest practices include
fabrication of data, cheating, or uttering by a student of false
statements relating to academic work.
Plagiarism means presenting work done (in whole or in part) by
someone else as if it were one’s own.
Plagiarism should be distinguished from co-operation and
collaboration. Often, students may be permitted or expected to work
on assignments collectively, and to present the results
collectively or separately. This is not a problem so long as it is
clearly understood whose work is being presented, for example, by
way of formal acknowledgement or by foot-noting.
The penalty for academic dishonesty will result in a loss of
credit for work. This policy will be incorporated into the Code of
Conduct which is distributed to students and posted on the Holy
Cross website. It will be part of every course of study and course
outline distributed to students. Each teacher will address this
policy with students at the start of a course and the policy will
be referenced on all formal assignments. The policy will be posted
in all classrooms.
A positive school climate and a safe learning and teaching
environment are essential if students are to succeed in school. All
students, parents, community partners and staff have the right to
be safe, and feel safe, in their school community. With this right,
comes the responsibility for the entire community to be accountable
for their actions and to treat all people, created in the likeness
of God, with dignity, respect and fairness.
Non-smoking policy
Students are not allowed to smoke at any time or any place, on
or off school grounds, during the school day. The school and the
KFLA Health Unit will offer smoking cessation programs early in the
school year. Students will face suspension and a system of
progressive discipline for failure to comply with the school’s
expectation.
Restorative Justice
In some cases where interpersonal conflict is involved or
perhaps there has been material damage, the school (and all parties
involved) may agree to a Restorative Justice approach. Restorative
Justice is a philosophy that supports the idea that when a wrong is
committed in a community, the incident needs to be dealt with by
those directly affected. This is so harm is acknowledged and all
people involved can begin working toward rebuilding relationship
and community integrity. Restorative Justice would be at the
discretion of the school’s administration team. All parties must
agree to the process in order for it to proceed.
School Uniform POLICY
Students are to wear the Holy Cross uniform at all times during
the school day, including the lunch hour and during spare periods.
Uniforms are available for purchase through McCarthy’s, our
supplier, at the school in April and July. McCarthy’s also operates
the Tuck Shop, located in the main foyer of Holy Cross, where
uniform items may be purchased at regular intervals throughout the
school year. In addition, Holy Cross School Council operates a
gently used uniform sale at the start of each school year.
The uniform has several functions: safety, convenience, cost and
community.
Visitors to Holy Cross are readily identifiable to staff,
enhancing security in our building. Students essentially have one
wardrobe decision to make in the mornings. The cost to families
over time for clothing is reduced. Students in uniform have chosen
to be part of a community of equals and demonstrate their desire to
be a Crusader by wearing the uniform with pride.
The fall and winter uniform is in effect from September to June.
The uniform is described below:
Girls: solid grey Holy Cross dress pants or the Holy Cross kilt
with black tights. White Holy Cross crested blouse.
Boys: solid grey Holy Cross dress pants; white Holy Cross
crested dress shirt with school tie.
Optional: School crested vest, pull over, zippered sweater or
cardigan.
Footwear: deck shoes, running shoes, and sandals are
permitted.
The spring uniform option is in effect from May until the end of
June. The spring uniform described below must be worn together: no
mixing with the fall and winter uniform is permitted:
Unisex: green school crested golf shirt and tan knee length Holy
Cross crested walking shorts.
Footwear: Any footwear excluding flip-flops, slippers, high
heels, and boots.
Students are deemed to be out of uniform if they do not have one
or more components, including footwear, or, if they have
accessorized the uniform excessively, including wearing any form of
headgear, hood or hat. A student unable to correct an issue is out
of uniform and will be issued a warning for a first offence and
this will be noted in Maplewood, our data collection system. If a
student receives a second warning for being out of uniform, it will
be noted in Maplewood and a study hall will be issued and parents
will be contacted. If a student receives a third warning, parents
will be contacted and students will be either sent home to correct
the problem or sent to the main office to complete their schoolwork
for the day.
Support is provided to students throughout this process through
the main office. Should there be needs, they will be addressed
separately and not pursued as an issue requiring discipline.
Nothing is more important than having students in class, learning.
However, persistent and willful violations of the Holy Cross
uniform policy will be interpreted as an unwillingness, on the part
of parents and/or students, to join our school community, and
families will be counseled to select a school community which
better meets their needs.
As always, common sense will prevail in the application of
discipline as it relates to the school uniform. Communication
between students and staff is paramount and will almost always
result in a satisfactory resolution of any issue related to
uniform. Your support for the policy and cooperation in ensuring it
succeeds in keeping our school safe, convenient, cost effective and
unified is appreciated.
Non-Uniform Day Dress Code: In selected months and as determined
by the Principal, non-uniform days will take place on the last
Friday of the month. Attire for non-uniform days will be modest.
Immodest, revealing clothing and/or clothing with inappropriate
design/language promoting drugs/alcohol/sex will not be
permitted.
Students are to use the washroom facilities to change their
clothing at all times.
Attendance
Regular attendance at school is critical for the student’s
learning.
Where, in the principal’s judgment, a student’s frequent
absences from school are jeopardizing his or her successful
completion of a course, school staff should meet with the student
and the parents to explain the potential consequences of the
absences, including failure to gain credits, and discuss steps that
could be taken to improve attendance.
Students of compulsory school age, whose absence is reported to
the school board attendance Counsellor, will have the reason for
their absence investigated.
Attendance Procedures
When a student is under 18, parents/guardians are to phone or
present notes to the Secretary in the Attendance Office (384-1355)
regarding absenteeism or lateness. Students under 18 will not be
released from school without parental authorization.
Expectations for students 18 and over are the same as for all
students in terms of rules and regulations. Students 18 years and
older may provide their own notes detailing suitable reasons.
Schools are obliged to conform to The Municipal Freedom of
Information and Protection of Privacy Act (1989) which means the
school cannot share with parents/guardians any aspect of the
student’s activity including marks, attendance, etc. without the
written consent of the student.
Parents should encourage students to provide this written
consent to the school on the forms provided in Student Services.
Prior to a student turning 18 years of age, the school will attempt
to contact the parent(s)/guardian(s) to remind them of this
requirement.
Students are to report to all classes, whether there is an
occasional teacher or an on-call teacher. It is the student’s
responsibility to complete missed assignments and tests by
discussing this with teachers immediately upon the return to
school. In the case of examinations, students may be required to
provide a doctor’s certificate for an absence.
Absences Regarding Vacations
Families are encouraged to take vacations during the scheduled
holidays. Time together as a family is to be cherished; however,
when you do so during the school year, there is an academic price
to pay. In-classroom learning cannot be replicated. The Education
Act tells us that students may be absent from school for illness,
religious holiday, music instruction, or some other unavoidable
cause (such as inclement weather). If a student is absent from
school for vacation purposes, it is his or her responsibility to
get caught up on the work missed and to make up any missed
assignments. Some forms of evaluation such as labs or group
projects may have to be accomplished in some other fashion, at the
discretion of the teacher.
Exam Attendance and Procedures
The last four days of the first semester are assigned for exams,
with one additional day set aside for the exams being cancelled for
inclement weather. In the case of inclement weather and bus
cancellations, the exam schedule would be modified with the
examinations being “bumped” one day. For example, if buses were
cancelled on Thursday, then all exams scheduled for Thursday would
be written on Friday, the next day. The remaining part of the exam
schedule would be adjusted accordingly. Four days of examinations
are scheduled to take place in June, and generally the senior exams
take place before the junior exams, as marks need to be tabulated
in advance of the graduation ceremony.
Students with examination conflicts will be scheduled to write
the two conflicting exams in the same day, but in an isolated
location in order not to compromise the integrity of the exams.
This generally occurs when a student is taking courses in two
different grade levels. Students who are absent from an exam
because of an illness must bring a doctor’s note the next day, and
arrangements will be made for the student to write the missed exam.
Students who miss exams for other reasons must contact
administration in order to discuss the circumstances. Generally,
students who miss an exam without a doctor’s note may not be
allowed to write the missed exam.
Visitors to Holy Cross
All visitors to Holy Cross are to go directly to the Main Office
to state their purpose and receive authorization from
Administration. The presence of unfamiliar/suspicious persons on
school property poses a personal threat to the safety of students
and staff. Since the possible motives/responses of such persons are
unknown, it is important that students report the location of an
intruder to the first staff personnel available and not approach or
try to communicate with intruders. Intruders may be issued a “no
trespassing” letter which is filed with the school and police. If
this warning is violated, the police will issue a fine.
Students are not permitted to have student guests on the
property. Students from other schools will be asked to leave.
Special circumstances may be given consideration, provided a
written request is given to Administration 48 hours prior to the
visit.
Parking/Traffic
Student parking is only available in the west parking lot
adjacent to the gymnasiums. Parking is not permitted anywhere on
the property except in designated areas. Fire routes and bus zones
must be kept clear of vehicles at all times. This is to provide
safety to the school community so that police, fire or ambulance
vehicles can access the property in the event of an emergency.
Handicapped parking is available in the south parking lot, field
side adjacent to the rear entrance. Only those vehicles with
appropriate stickers are permitted there. Parking in these areas
will result in fines and/or towing of vehicles at the owner’s
expense.
Vehicles parked on school property are not to be used as
gathering points for students. Students are not permitted to remain
in parked vehicles. Vehicles are not to be used for “joyriding” on
school property at any time. Actions of this kind jeopardize the
safety of students, staff and visitors to our property. Failure to
comply with these provisions may result in suspension of parking
privilege.
Holy Cross Dance Protocol
1.Administration of the school will determine if there will be
admission of guests to a dance. If it is determined that guests are
permitted, all guests must be signed in on the Thursday or Friday
during lunch of the week of the dance. There will be one guest per
sponsor and the sponsor must accompany the guest to the dance. A
maximum of 100 guests will be permitted. No additional guests after
this point may be signed in. No one will be permitted to sign in at
the door on the night of the dance.
2.Everyone, including guests, must present a current Student ID
card at the door to gain admittance.
3.The doors will be open until 8:00 p.m. unless the capacity of
575 persons has been reached.
4.There will be a mandatory coat check at the main entrance for
all students and guests. All coats, jackets, bags, etc. must be
left at the coat check. All items will be left at the owner’s risk.
While making every effort to protect checked items, Students’
Council accepts no responsibility for personal property damaged,
lost or stolen. Students will submit to a search of their personal
belongings before entry to the dance.
5.Dress code will be as for any non-uniform day.
6.Anyone leaving the dance and going outside will not be allowed
re-entry.
7. Students’ Council and Administration reserve the right to
refuse entry or eject any individual whose behaviour is considered
disruptive. This includes anyone found in a restricted area of the
school.
8. Any individual in the possession of, or under the influence
of an illegal substance, will be detained until a parent or
guardian arrives, will be subject to a minimum two-day suspension,
will attend substance abuse Counselling at the school, will provide
a letter of apology to Students’ Council and will face legal
charges.
Lockers/Personal Property
Lockers are the property of the school. Students are assigned
individual lockers. Students may use only approved Masterlock
padlocks with keyed backs sold only through Holy Cross. Lockers may
be searched by school Administration when necessary. Personal
property posted in a locker must be in good taste. Material deemed
to be inappropriate by staff members will be removed. Students will
be responsible for damages to lockers where they are likely to have
prevented it.
Students will not share lockers with other students and should
not share locker combinations with anyone. Student lockers are
vulnerable to break-in and theft if lockers and combinations are
shared. To ensure that a lock is secure, the owner should spin the
dial and tug on the lock. Large sums of money and other valuables
such as I-pods, should never be kept in lockers. These items should
be left at home. Theft from a locker or any other area should be
reported to the Main Office where students will be asked to
complete a report. Rollerblades and skateboards are not permitted
anywhere on the school property, inside or out.
ONTARIO SECONDARY SCHOOL DIPLOMA REQUIREMENTS
Total Number of Credits – 30
Compulsory Credits
(Total of 18.0 – Ministry Requirements) PLUS (4.0 Religion
Credits in Grade 9 -12)
4.0 credits in English (one in each grade)
3.0 credits in Mathematics (at least 1 credit in Grade 11 or
12)
2.0 credits in Science
1.0 credit in Arts (Music, Art, Drama)
1.0 credit in Canadian Geography
1.0 credit in Canadian History
1.0 credit in French as a Second Language
1.0 credit in Health and Physical Education
.5 credit in Civics
.5 credit in Career Studies
PLUS:
1.0 additional credit in English or a third language or a Social
Science(includes Religion credit) or Canadian and World Studies or
Guidance & Career Education or Cooperative Education
1.0 additional credit in Health and Physical Education or
Business Studies or the Arts
( Music, Art, Drama) or additional credit in FSL or Cooperative
Education
1.0 additional credit in Science (Grade 11 or 12) or
Technological Education (Grades 9 -12)
or additional credit in FSL or computer Studies or Cooperative
Education
1.0 Religion credit (Grade 9)
1.0 Religion credit (Grade 10)
1.0 Religion credit (Grade 11)
1.0 Religion credit (Grade 12)
Optional Credits
A minimum of 12 credits selected from available courses
(required Religion courses could be included in this number).
The Ontario School diploma will be granted by the Minister of
Education to a student who has commenced the first year of a
secondary school program on or after September 1, 1999 and who has
met the diploma requirements.
Transferring Students
Secondary school students who transfer from one Ontario school
to another will have their credits transferred to the new school.
Students who do not have Ontario credits will have their records
assessed by the principal of the school.
ONTARIO SECONDARY SCHOOL CERTIFICATE (OSSC)
Total Number of Cre